Things from Readings Flashcards
Incidence of a disorder
…the reported frequency of new occurrences of that disorder over a long time (usually at least 1 year) in relation to the population in which it occurs. (Groher & Crary, 2016, p. 3).
Prevalence of a disorder
…the number of cases in a population during a shorter, prescribed period, usually in a specific setting. (Groher & Crary, 2016, p. 3).
Why is it impossible to get an exact measure of the incidence and prevalence of dysphagia across large and various populations?
1) differences in accepted definitions of dysphagia
2) setting in which incidence and prevalence is measured (acute, rehabilitation, chronic).
3) Difference is measurement tools across various studies (ie asking patient vs videofluoroscopy).
(Groher & Crary, 2016, p. 3).
What is the importance of knowing the prevalence of a disorder in the relevant populaton, for a clinician?
1) Guide clinician in the detection of that disorder (ie if expecting half of all people in population ‘x’ to have dysphagia, they will look for it. If 1%, they probably won’t).
2) Assist in planning for devotion of resources to that disorder.
–> valuable assistance to medical personnel who initially screen for and manage the medical complications after acute stroke.
(Groher & Crary, 2016, p. 3).
Across 27 languages, most Cs were acquired by 5;0. How many percent of Cs are produced correctly by 5;0?
93%
-but consider individual variability
(McLeod & Crowe, 2018)
Children’s acquisition of speech involves mastery of the….
perception and production of consonants, vowels, consonant clusters, tones, prosodic features, and phonological rules of the language(s) they speak, with the outcome of intelligible speech.
(McLeod & Crowe 2018, p.1546)
Percentage of consonants correct (PCC)
Divide the number of consonants produced correctly by the total number of consonants in a connected speech sample.
(Shriberg & Kwiatkowski, 1982 in (McLeod & Crowe 2018, p.1546)
These 3 constructs are used by SLPs to describe children’s speech acquisition.
- age of acquisition
- PCC (percentage of consonants correct)
- early-8, middle-8, late-8
Across 15 studies of English consonants, nasals, plosives and laterals typically were acquired earlier than most affricates and fricatives. Consonants produced with the lips, pharynx, and POSTERIOR tongue were typically acquired earlier than consonants articulated with the anterior tongue
BUT because of an interaction between place and manner, ANTERIOR plosives and nasals were acquired earlier than anterior fricatives and affricates.
((McLeod & Crowe 2018, p.1546)
Early (2;0-3;11)
/p, b, m, d, n, h, t, k, g, w, ŋ, f, j/
Using the 90%-100% criteria across eight studies of typical speech acquisition.
(McLeod & Crowe, 2018, pp. 1558-9)
Using the 90%-100% criteria across eight studies of typical speech acquisition, what are the
‘middle’ consonants, acquired 4;0-4;11?
(McLeod & Crowe, 2018, pp. 1558-9)
Middle (4;0-4;11)
/l, d͡ʒ, t͡ʃ, s, v, ʃ, z/
Using the 90%-100% criteria across eight studies of typical speech acquisition, what are the
‘late’ consonants, acquired 5;0-6;11?
(McLeod & Crowe, 2018, pp. 1558-9)
Late (5;0-6;11)
/ɹ, ʒ, ð, θ/
What differences did McLeod and Crowe (2018) find from the Shriberg (1993) analysis that described the ‘early, middle and late-8’?
(McLeod & Crowe, 2018, pp. 1561)
McLeod and Crowe’s study was of typically developing children, and Shriberg’s work was based on children with SSD. Shriberg’s late developing Cs were accurate (except /ʒ/ which was excluded) but were acquired, on average, younger than in Shriberg’s study.
The ‘early-8’ and ‘middle-8’ were not clearly deliniated, but instead were a steady acquisition from 2;0-4;11)
Discussion of the implications of C-acquisitions studies for different theoretical approaches to speech acquisition, p. 1561, and clinical implications p. 1562
(McLeod and Crowe (2018) Children’s consonant acquisition in 27 languages: A cross-linguistic review. American Journal of Speech-Language Pathology, 27, 1546-1571
What are the main indicators used by SLPs to measure children’s speech maturity and intelligibility?
Consonant acquisition (age norms) and accuracy (PCC)
McLeod & Crowe, 2018, pp. 1562
Diadochokinesis (DDK) rate for typically developing 2 yr old children?
3-4 syllables per second on a DDK test
Maximum phonation time (MPT) for typically developing 2 yr old children?
vowel /a/ sustained for 5-6 seconds
Robbins and Klee, 1987 in McLeod and Baker, 2017, p.192
When do children’s first words appear?
When do they put two words together?
*~ 1 yr old
* by their second birthdays
McLeod and Baker, 2017,
When do children acquire CCs?
2 yrs old, begin to master production of CCs - wide variability.
McLeod and Baker, 2017, p.196
PCC =
(Number of correct consonants / number of incorrect + correct consonants ) x 100
Which phonological processes are present in children’s speech between 1;6-2;0?
Final C deletion - Cluster reduction Velar fronting Stopping Gliding Context sensitive voicing Assimilation
DDK for kids 3;0-3;5
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)
/pɐ/ 4.7/sec /tɐ/ 4.6/sec /kɐ/ 3.8/sec patticake 1.4/sec MTP for /ɐ:/ 5.5sec
DDK for Kids 3;6-3;11
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)
/pɐ/ 4.8/sec /tɐ/ 4.8/sec /kɐ/ 4.8/sec patticake 1.8/sec MTP for /ɐ:/ 7.8sec
DDK for kids 4;0-4;5
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)
/pɐ/ 4.9/sec /tɐ/ 4.8/sec /kɐ/ 4.6/sec patticake 1.6/sec MTP for /ɐ:/ 8.0sec
DDK for kids 5;6-5;11
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.201)
/pɐ/ 5.1/sec /tɐ/ 5.2/sec /kɐ/ 4.9/sec patticake 1.7/sec MTP for /ɐ:/ 9.4sec
Which CCs can children generally produce by 3 yrs old?
Range of word initial CCs, typically containing /l/, /w/, or /s/
Word final clusters [-nd, -nt, -ŋk]
(McLeod et al., 2001) or
word initial and final
[st, sp, sp, -nd, -ts, -nt, -nz, -st, -ŋk]
(Watson and Scukanec, 1997)
Average number of syllables per word 3;0 --> 1.26 4;0 --> 1.27 5;0 --> 1.29 Syllable and word shape inventory also expands
McLeod and Baker, 2017, p. 202
Between 3 and 5 years is the time children acquire the majority of consonants, consonant clusters and vowels. True or false?
True
McLeod and Baker, 2017, p. 202
Which English consonants are acquired after 5 years old?
/ð, θ/
Which English consonants are acquired almost last, some studies say after 5 yrs but others just before, (but before /ð, θ/?
/v, z, ɹ, l/
Most studies suggest that vowel production is reasonably accurate by the age of 3, but vowel production in polysyllabic words takes up until about 6 years.
McLeod and Baker, 2017, p.205
These phonological processes still occur in the speech of 3-5 year old children:
weak syllable deletion
final consonant deletion
cluster reduction, fronting, stopping, deaffrication, gliding
3-5 year old children no longer show these phonological processes:
Reduplication
Context sensitive voicing
By 3 years children have usually mastered trochaic stress (strong-weak)
but they take until 7 to master words with non-final weak syllables
McLeod and Baker, 2017, p.207
DDK for kids 6;0-6;5
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.209)
/pɐ/ 5.4/sec /tɐ/ 5.3/sec /kɐ/ 4.9/sec patticake 1.6/sec MTP for /ɐ:/ 11.0sec
DDK for kids 6;6-6;11
MPT
(Robbins and Klee, 1987 in McLeod and Baker, 2017, p.209)
/pɐ/ 5.5/sec /tɐ/ 5.4/sec /kɐ/ 4.9/sec patticake 1.6/sec MTP for /ɐ:/ 11.5sec
Phonetic inventory of 6 yrs +
All English consonants and vowels, and most consonant clusters
Syllable and word shape inventory 6 yrs +
Can produce all English syllable shapes. Average syllables per word increases from 1.30 at 6;0 to 1.32 at 7;0and 1.33 at 8;0
6yr old children produce most 2-element word-initial CCs correctly, but are still mastering…
2-element word-initial /ɹ/ and /s/ CCs (ie three) and MOST 3-element word-initial /s/ CCs (splash)
Polysyllabic words with non-final weak syllables may still be hard to say until 6-7, for example
hippopotamus, ambulance, animals, caterpillar, elephant, escalators, spaghetti
Typically bilingual children show a different pattern of development to monolingual peers. Most studies provide evidence of transfer between languages, but the amount varies.
McLeod and Baker, 2017, p. 212
